1. SIP Rubric 2004 Kay Poyner Brown West 40 ISC #2 December 6-7, 2004 Modified from presentation developed by ISBE

2. SIP Rubric 10 components 50 criteria 4 levels Scoring rules 3 designations a tool for evaluation and revision

3. Sorting Game Directions Criteria are on cards on your table. Without looking at the rubric, sort the criteria cards into groups or sets that make sense to your team. Identify the trends and themes. Report your findings to the whole group.

4. Components 1.0 AYP Performance Targets (1) 2.0 School Information (3) 3.0 Data/Information Collection (7) 4.0 Data Analysis (6) 5.0 Action Plan (9) 6.0 Professional Development (9) 7.0 Learning Standards Implementation (4) 8.0 Family/Community Involvement (6) 9.0 Support Systems (2) 10.0 Review, Monitoring, and Revision (3)

5. Rating Summary Components Level of Progress AYP Performance Targets03 School Information 0123 Data/Information Collection0123 Data Analysis0123 Action Plan0123 Professional Development0123 Learning Standards Implementation0123 Family/Community Involvement0123 Support Systems0123 Review, Monitoring, and Revision0123 TOTAL = of 30 DESIGNATION:___APPROVED ___PROVISIONAL APPROVAL ___NOT APPROVED

6. Three Exceptions: all or nothing! 1.1 AYP Information from the School Report Card 5.5 Strategies for Subgroups 10.1 District Peer Review Process

7. 4 Levels of Progress 0 Non-existent 1 Initiation 2 Progression 3 Implementation Non-existent or virtually non- existent Beginning to implement or develop Making progressFully implementing Approval level

8. Component Scoring InitiationProgressionImplementation0 1 2 3 0 2 Score becomes next lowest. 2 3 Score: 2 Drop lowest score.

9. Template Notes Optional organizer WORD doc. - Not a “ template ” Remove italicized info SIPs are public Consider the readers: parents, peers, administrators, scorers. Tell the story: personalize, charts, tables, narratives, appendices

10. 1.0 Performance Targets 1.1 AYP Information from the School Report Card ◊ SIP includes a copy of the AYP info page ◊ 41 possible “ No ’ s ” ◊ Every “ No ” is a 3-pack Identify the “No’s”.

11. The AYP Information Page Test participation Academic performance Attendance or graduation rate 10 groups (with Multi-racial for 2005 testing) 41 targets

12. AYP Information Page Review your AYP sheet. How will your SIP team interpret the “ No ’ s ” ?

13. 2.0 School Information 2.1 Information about students and staff 2.2 School characteristics narrative 2.3 Community characteristics narrative Describe your context.

14. 3.0 Data Collection and Information ◊ 3.1 State assessment data ◊ 3.2 Local assessment data ◊ 3.3 Educator data ◊ 3.4 Professional development ◊ 3.5 Parent/family involvement ◊ (Move to component 4 (4.3-4.6), generate hypothesis, do funnel process, present relevant additional data in 3.6 - 3.7) ◊ 3.6 Additional types of data ◊ 3.7 Data quality Show your data! INDEPENDENT VARIABLES DEPENDENT VARIABLES

15. Terms DEPENDENT VARIABLES INDEPENDENT VARIABLES effects, targets, problems, results, outcomes. causes, strategies, solutions, hypotheses, activities. I ? D

16. Variables Independent cause solution manipulated strategy method means hypothesis treatment activity factor process input stimulus action Dependent effect problem criterion target goal ends result cure outcome consequence product output response reaction

17. 4.0 Data Analysis ◊ 4.1 Summaries of Data for Dependent Variables ◊ 4.2 Diagnosis of Performance Targets ◊ 4.3 Hypotheses to explain Dependent Variables ◊ 4.4 Summaries of Data for Independent Variables ◊ 4.5 Identification of Primary Causal Factors Based on Data Analysis ◊ 4.6 Selection of Strategies Refine your target and select a strategy.

18. 4.2 Diagnosis of Performance Targets “No” 1 “No” 4 Logical Data Analysis AYP Inputs Refinement Of Performance Target(s) Narrower Same Broader 3 Possible Outputs “No” 2 “No” 3 “No” 5 1 2 345 What’s the real problem?

19. Two Kinds of Data Analyses 4.2 Diagnosis or refinement of the dependent variable (define and focus the problem) 4.3 - 4.6 Boiling hypotheses down to a single strategy

20. 4.3 Hypotheses to Explain Dependent Variables Brainstorm possible explanations as to why each refined target was not met.

21. Independent and Dependent Variables RESULT Low reading scores Poor attendance Insufficient # tested HYPOTHESES Instructional materials Moms’ education Teachers on leave Teacher mobility Student mobility Flu epidemic Uneven ILS instruction

22. Hypothesis to Single Strategy 4.5 IDENTIFICATION OF PRIMARY CAUSAL FACTORS 4.6 SELECTION OF STRATEGIES 4.4 SUMMARIES FOR INDEPENDENT VARIABLES 4.3 HYPOTHESES TO EXPLAIN DEPENDENT VARIABLES

23. The Link: Advancing from Hypotheses (4.3) to the Identification of Causal Factors (4.5) Logic and Data Use the summary of pertinent data for independent variables to winnow (support or reject) the hypotheses set forth in 4.3. It is survival of the fittest. Only hypotheses that enjoy logical and empirical support (evidence) should survive. The surviving hypotheses become the primary causal factors (4.5).

24. 4.3-4.6 Data Analysis T Target #__: 4.3 Hypotheses 1. 2. 3. 4. 5. 4.4 Data Summary for Independent Variables 4.5 Causal Factors 1. 2. 3. 4.6 Selection of Strategy 1. T A R G E T Select a strategy.

25. The SIP should make a convincing case that This strategy this target. will adequately improve performance in Strategies should be student focused!

26. 5.0 Action Plan (5.1) Strategy will adequately improve performance in Target (5.2) Activities (5.3) Timeline (5.4) Resources (5.5) Strategies for Subgroups (5.6) SBR (5.7) Roles and Responsibilities (5.8) Measurement (5.9) Sources of Revenue Describe what you’re going to do.

27. 5.0 Action Plan Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR ACTIVITY (5.2) Template

28. 5.0 Action Plan Expanding current modes of mathematics instruction boys’ math scores in grades 3, 4, 5. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR ACTIVITY (5.2) Strong

29. 5.0 Action Plan Implementing a consistent system of classroom management school-wide all learning areas and grades tested. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR ACTIVITY (5.2) Strong

30. 5.0 Action Plan math by 6 percent each year. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR ACTIVITY (5.2) Expanding current modes of mathematics instruction Weak

31. 5.0 Action Plan reading and math scores in grade 8. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR ACTIVITY (5.2) More parental involvement in their children’s science fair projects Weak

32. Supporting Components Essential to the Implementation of Strategies 6.0 Professional Development 7.0 ILS Implementation 8.0 Family and Community Involvement 9.0 Support Systems 10.0 Review, Monitoring, and Revision Processes

33. 6.0 Professional Development 6.1 Data Use 6.2 Qualified and Effective Educators 6.3 Relation to Strategies 6.4 Scheduling 6.5 Resources 6.6 Scientifically Based Research (SBR) 6.7 Integration of Technology 6.8 Evaluation/Continuous Improvement 6.9 Mentoring Outline necessary professional development.

34. 7.0 ILS Implementation 7.1 Alignment of curriculum, instruction, assessment 7.2 Standards-aligned classrooms 7.3 ILS practices and procedures 7.4 Review of practices and procedures Describe ILS at your school.

35. 8.0 Family and Community Involvement 8.1 Data use 8.2 Stakeholder involvement in SIP process 8.3 Communication of SIP progress 8.4 Role in action plan 8.5 Role in supporting learning 8.6 Procedures/practices/compacts Explain how you involve parents/family.

36. 9.0 Support Systems 9.1 Internal district support 9.2 External support Talk about your partners.

37. 10.0 Review, Monitoring, and Revision Processes 10.1 District peer review process 10.2 Monitoring progress of the plan 10.3 Revision of the plan Discuss how you review, monitor, and revise the SIP.

38. Web Address for Rubrics and Templates http://www.isbe.net/sos/htmls/ improvement_process.htm

39. SIP Tasks 1.0 Identify the “No’s”. 2.0 Describe your context. 3.0 Show your data. 4.0 Refine your target and select a strategy. 5.0 Describe what you will do. 6.0 Outline necessary professional development. 7.0 Describe ILS at school. 8.0 Explain how you involved parents/family. 9.0 Talk about your partners. 10.0 Discuss how you will review, monitor, and revise. COMPONENTSTASKS